Reliable Health Information PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce reliable health information through a structured, ready-to-teach lesson. Pupils learn how to check whether health information from friends, family or online sources is trustworthy, and practise simple questions they can ask before accepting or sharing health advice. The lesson gives pupils practical tools for thinking critically about health messages they encounter in everyday life, including conversations and content shared through online relationships.
Physical Wellbeing & Healthy Living
Snapshot
Reliable Health Information
The lesson gives teachers a structured way to introduce critical thinking skills for health information pupils come across at school, at home and online.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Checking whether health information and advice is trustworthy
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that health information can come from many different sources, including online relationships and social media
recognise signs that health information may be unreliable or exaggerated
recognise when health advice should be checked with a trusted adult
Understand
understand why some health information is more trustworthy than other information
understand that anyone can share health information online, even if it is not accurate
Practise
practise asking simple questions to check whether health information seems reliable
practise deciding when to check health advice with a parent, carer or trusted adult
practise talking about health information without accepting it automatically as true
Who this lesson is for?
This lesson is designed for Years 5 and 6 pupils who are beginning to encounter health information and advice from a wider range of sources, including online relationships and digital content.
It is suitable for:
primary PSHE lessons
relationships education
wellbeing and pastoral care sessions
digital literacy or online safety teaching
health education focused on critical thinking
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing critical thinking about health information Use when pupils are new to questioning health claims and advice.
Building digital literacy skills Use when pupils need support thinking critically about health content shared through online relationships or social media.
Reinforcing healthy decision making Use when revisiting how pupils choose to act on health information they encounter.
Supporting a wellbeing or PSHE unit Use when the lesson forms part of broader health education or relationships education planning.
Preparing for increased online independence Use when pupils are starting to use more online platforms and encounter more health content independently.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about checking health information before trusting or sharing it.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils increasingly come across health information and advice from a wide range of sources, including friends, family and online relationships. Learning to question this information early helps pupils build confidence rather than simply accepting or dismissing what they read or hear. The lesson supports a practical, everyday skill rather than responding to a specific concern. Pupils learn that checking health information is a normal part of making sensible choices about their body, wellbeing and daily habits. By practising simple questions and knowing when to check with a trusted adult, pupils build a habit of thinking critically rather than reacting to health claims with worry or certainty.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Critical thinking Pupils learn to question health claims rather than accept them automatically.
Digital literacy Pupils consider how health information can be shared or misrepresented online.
Health literacy Pupils build early skills for understanding and checking health related messages.
Self care Pupils connect reliable information with sensible everyday health choices.
Help seeking Pupils learn when to check health advice with a parent, carer or trusted adult.
Communication Pupils practise talking about health information calmly and thoughtfully.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name specific people, websites or accounts when discussing examples
Frame the discussion around general examples rather than personal experiences
Make clear that the lesson is about building a helpful habit, not testing what pupils already know
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
During delivery
Use general examples of health information sources, such as websites, family members or social media posts
Give pupils time to practise the questions they might ask before trusting health advice
Keep discussion focused on checking information, not diagnosing or giving personal health advice
Allow pupils to respond through discussion or partner talk depending on confidence
Supporting safe discussion
Reinforce that checking information with a trusted adult is a sensible, everyday habit
Keep the tone calm and curious rather than alarming
Avoid framing all online health content as untrustworthy or risky
Adaptation options
Use partner talk for pupils who need more support forming questions aloud
Extend discussion for pupils confident with online content and digital sources
Spend more time on identifying trusted adults if pupils need support with help seeking pathways
